In this issue

Pathways to success

The Welsh Assembly Government published The Learning Country
in 2001, with a commitment to 14-19 education and training - similar to
the issues the Tomlinson report tried to address in England. SHA member
Sue Halliwell comments on progress so far.

For the last two years, Welsh secondary schools have been involved
in developing Learning Pathways 14-19, first set out by the Welsh
Assembly Government in 2002 to transform 14-19 education and training.

School leaders have broadly welcomed Learning Pathways 14-19 because
it recognises the need to redress the balance between knowledge, skills
and experience.

It also reflects the view of many that basic skills and vocational
education had been sacrificed on the altar of five A*-C and A levels.
The current curriculum and assessment framework has excluded some young
people causing disaffection and reducing achievement.

Many schools such as my own, Ogmore School in Bridgend, recognised
this even before 2002 and were trying to provide vocational and
work-based alternatives in Key Stages 4 and 5.

Students' rights

Learning Pathways 14-19 consists of six key elements that all students will be entitled to:

Individual learning pathway.This consists of a
learning core and a choice of options that meet individual needs,
aptitudes and interests. It has formal and informal elements and leads
to approved qualifications and awards of credit.

Wider choice and flexibility.All 14-19 year-olds will
be able, with support, to design their learning pathway from a wide
range of options leading to a range of qualifications.

Learning core. This contains the broad, central
requirements that all students need, plus enhancements. It incorporates
work experience and community participation.

Learning coach. This is the person or team which helps
students identify goals and develop a learning pathway. They will be
available for ongoing support.

Personal support. Some students need occasional
supplemental support. This could include counseling and advice, mental
health support, health advice or social care.

Careers support and guidance. Students will be entitled to specialist and impartial careers information, advice and guidance.

Theory to action

The government sought the views and expertise of those in education,
training, careers, the youth service and community groups during the
development process.

Seven 'task and finish groups' were set up between 2002-04 to
develop proposals. Out of these, 14-19 Networks, made up of secondary
schools and other partners, have been established in each local
authority area.

These networks, working with the local Community Consortium for
Education and Training (CCET) and local Young People's Partnership
(YPP), are charged with identifying priorities for each local area and
deciding how the key elements will be put into practice.

They were asked to produce their first development plan for implementation from September 2004.

Personal support and learning coach support were piloted in targeted
areas from September 2004 and additional guidance is being produced
this summer.

The Welsh Assembly made an initial grant of £50,000 to each 14-19 Network to support the plans for 2004-05.

On the ground

At Ogmore we have actively engaged in these developments. We
responded to the consultations, we are involved in a sub-committee of
the 14-19 Network and we have widened access to college courses.

We are planning partnership links with a neighbouring school and we are piloting the learning coach initiative.

We firmly believe that parity of esteem for academic, vocational and
work-based learning is in the best interests of our young people but...

We are facing real issues with implementation.

In reality, the seven task and finish groups were set to work before
an overarching steering group was established. Therefore the groups
lacked a central steer.

Furthermore the involvement of the profession in the development was
limited; indeed there was only one official representative of secondary
heads in the overarching group.

In many areas the 14-19 Networks have become highly bureaucratic,
taking staff out of school to concentrate on partnership rather than
development.

We are also concerned that these networks will challenge the
autonomy of schools because, even though schools will remain the core
provider, they will have less freedom to determine their own curriculum
policy.

The curriculum has not been relaxed to allow for innovation but has
been increased by the learning core. Whilst schools across Wales will
experience difficulties in implementing learning pathways, those in
rural areas will arguably have greater problems.

College link courses are priced at more money than we receive for
pupils and transport needs where schools are some distance apart have
not been taken into account.

The development and management of learning coaches and personal
advisers has not been thought through. We are not convinced that it
will be possible to provide all young people with this level of support.

There is also a conflict between the philosophy of learning pathways
that recognises that young people progress at different rates and the
current reporting requirements for schools. Our performance is judged
on the achievements of our students at ages 16 and 18. Clearly there is
a tension here.

Down to funding

However, as with many of the developments in education in Wales the real stumbling block will be lack of funding.

In each network, £50,000 is unlikely to pay for much. If we used a
crude approach and simply divided the £50,000 between our ten schools
and the college we are talking about less than £5,000 per institution
to develop what is an immense change.

We have 340 students 14-19 and £5,000 represents £14.70 per pupil.
Bridgend is a relatively small authority and you can imagine that in
the larger authorities or rural areas £50,000 will not go far.

My school will have to find £7,000 from its budget to pay for the
college courses for 25 Year 10 pupils. Our planned extension of
opportunities 16-19 is jeopardised by the uncertainties surrounding
funding for post-16.

Our indicative budget is less than previously because some of the
'efficiency savings' required of local authorities has been passed on.

The guidance on Learning Pathways 14-19 produced in July 2004 says
"implementing learning pathways will have financial implications for
all sectors".

It follows with a suggestion that by careful housekeeping and
avoiding duplication we will all be able to cope. There are no
assurances about future funding.

It is impossible to argue with the key message that there is a need to redress the balance in our post-14 curriculum.

However, Learning Pathways 14-19 includes many specifics that will
require a great deal of change and put immense pressure on an already
pressured system.